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http://dx.doi.org/10.7468/jksmee.2020.34.1.17

Analysis of Belief Types in Mathematics Teachers and their Students by Latent Class Analysis  

Kang, Sung Kwon (High School Attached to College of Education, Dong-guk University)
Hong, Jin-Kon (Konkuk University)
Publication Information
Communications of Mathematical Education / v.34, no.1, 2020 , pp. 17-39 More about this Journal
Abstract
The purpose of this study is to analyze the mathematical beliefs of students and teachers by Latent Class Analysis(LCA). This study surveyed 60 teachers about beliefs of 'nature of mathematics', 'mathematic teaching', 'mathematical ability' and also asked 1850 students about beliefs of 'school mathematics', 'mathematic problem solving', 'mathematic learning' and 'mathematical self-concept'. Also, this study classified each student and teacher into a class that are in a similar response, analyzed the belief systems and built a profile of the classes. As a result, teachers were classified into three types of belief classes about 'nature of mathematics' and two types of belief classes about 'teaching mathematics' and 'mathematical ability' respectively. Also, students were classfied into three types of belief classes about 'self concept' and two types of classes about 'School Mathematics', 'Mathematics Problem Solving' and 'Mathematics Learning' respectively. This study classified the mathematics belief systems in which students were categorized into 9 categories and teachers into 7 categories by LCA. The belief categories analyzed through these inductive observations were found to have statistical validity. The latent class analysis(LCA) used in this study is a new way of inductively categorizing the mathematical beliefs of teachers and students. The belief analysis method(LCA) used in this study may be the basis for statistically analyzing the relationship between teachers' and students' beliefs.
Keywords
Mathematical Belief; Latent Class Analysis; Teachers' Belief; Student Belief; Belief Type;
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